Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal Jendela Pendidikan Journal of Mathematics Instruction, Social Research and Opinion Jurnal Tadris Matematika (JTMT)
Mariano Dos Santos
Instituto Católico para a Formação de Professores (ICFP) Baucau
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Exploration of the Implementation of Scaffolding Strategies to Enhance Students’ Understanding of Sequences and Series Muhammad Munir; Ahmad Ahmad; Mariano Dos Santos; Salman Rashid
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4204

Abstract

Mathematics learning is often perceived as difficult due to its abstract nature, particularly in the topic of arithmetic sequences and series. This study aims to explore the implementation of scaffolding strategies in teaching sequences and series and to examine their impact on students’ understanding. The research employed a qualitative approach with a case study design involving 22 eleventh-grade social science students from MA Hidatul Islamiyah Bagik Nyaka. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the application of scaffolding through guiding questions, visual representations, step-by-step exercises, and direct feedback effectively enhances students’ conceptual understanding of sequences and series. Students demonstrated improved systematic thinking as well as progress in identifying patterns, understanding formulas, and solving contextual problems. Therefore, scaffolding strategies are proven to be effective in helping students grasp abstract concepts in a more concrete manner. The study recommends that teachers consistently integrate scaffolding, particularly in mathematics learning that requires a high level of conceptual understanding
Who Reaches the Top? Investigating Gender-Based Performance and Maximum Score Gaps in University Entrance Exams Hermina Disnawati; Siti Irene Astuti Dwiningrum; Yohanis Ndapa Deda; Salman Rashid; Mariano Dos Santos
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.524

Abstract

Disparities in the academic readiness of first-year university students remain evident, continuing to challenge higher education systems, particularly when entrance assessments fail to reflect foundational competencies accurately. This study investigates whether gender-based differences exist in entrance exam performance and analyzes students' maximum scores to assess peak academic achievement in two core domains: English proficiency and Quantitative Knowledge. The research was conducted at a public university in East Nusa Tenggara, Indonesia, involving 1,186 students admitted through the independent selection pathway. A comparative quantitative approach was applied using descriptive statistics, Welch’s t-test, and boxplot visualizations in JASP 0.18.3 software. The results showed no statistically significant gender differences in either domain (English: p = 0.504, d = 0.040; Quantitative: p = 0.543, d = –0.036), with nearly identical mean scores and score variability. However, the maximum scores of 17/20 in English and 13/20 in Quantitative Knowledge were far below the full mark, indicating systemic gaps in academic preparedness and possible ceiling effects in test design. These findings support the need to redesign entrance assessments using Item Response Theory (IRT) and to implement bridging or matriculation programs. These interventions can help universities and policymakers ensure fairer and inclusive pathways to promote equitable access and success in higher education.
Analisis Generalizabilitas Dua Facet Dalam Penilaian Internship Program Primary School Teaching College Timor-Leste Mariano Dos Santos; Ahmad Ahmad
JURNAL JENDELA PENDIDIKAN Vol. 5 No. 04 (2025): Jurnal Jendela Pendidikan: Edisi November 2025
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v5i04.1874

Abstract

Penelitian ini bertujuan mengevaluasi reliabilitas penilaian dalam program magang di Teacher College Timor-Leste menggunakan Teori Generalisasi Dua Facet. Program magang berperan penting dalam melatih calon guru agar mampu menerapkan teori dalam praktik nyata. Desain penelitian menggunakan model i x r x p, di mana i adalah item penilaian, r penilai, dan p peserta. Data diperoleh dari 15 mahasiswa semester empat di lima sekolah, dinilai oleh dosen dan guru berdasarkan lima indikator: persiapan pengajaran, presentasi materi, kemampuan menjelaskan, kemampuan pedagogi, serta partisipasi gender dan kebutuhan khusus. Analisis dengan software EduG menghasilkan koefisien generalizabilitas relatif 0,59 dan absolut 0,57, menunjukkan reliabilitas moderat. Sumber utama variasi berasal dari interaksi peserta, penilai, dan kriteria (PRQ) sebesar 72,5%, sedangkan variasi dari peserta hanya 13,9%. Hasil optimasi menunjukkan bahwa menambah jumlah penilai dari dua menjadi tiga dan kriteria dari lima menjadi 25 dapat meningkatkan koefisien generalizabilitas relatif menjadi 0,88 dan absolut 0,86. Penelitian ini menyimpulkan bahwa reliabilitas penilaian dapat ditingkatkan melalui penambahan penilai dan kriteria, serta pelatihan dan evaluasi berkala bagi penilai untuk menjaga konsistensi dan akurasi instrumen penilaian.
Co-Authors Ahmad Ahmad Hermina Disnawati, Hermina Muhammad Munir Salman Rashid Salman Rashid Siti Irene Astuti Dwiningrum Yohanis Ndapa Deda